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- Welcoming linguistic diversity in What makes us humanPublication . Melão, DulceThis paper aims to explore What makes us human, by Victor Santos, with illustrations by Anna Forlati, addressing the importance of languages as cultural treasures in permanent metamorphosis through text/image synergies. The theoretical framework of the research is based on studies on the current challenges of linguistic diversity in educational contexts and on the role of “new nonfiction picturebooks” regarding the understanding of multiple facets of Education for Global Citizenship in primary school, as well as Education for Peace The following research objectives were defined: i) to investigate the role of text/image interactions regarding the development of comprehension skills to foster respect for linguistic diversity and their didactic potential; ii) to examine the multidimensional ways in which text/image synergies promote a culture of peace, aligned with Global Citizenship Education. Methodologically, synergies text/image were analyzed, and thematic nuclei were identified in line with the aims set for the research. Two categories emerged a posteriori: i) welcoming linguistic diversity and cultural heritage; ii) socio-emotional aspects related to using languages, illustrating peace. The articulation of the categories showed that the picturebook analyzed has generous didactic potential, encouraging respect for all languages as strong links to build bridges for peace and well-being. The paper has also shed light on the fundamental role of illustrations in shared reading practices to fulfil this goal.
- Propostas de fruição da ilustração nas práticas educativas de futuros professoresPublication . Melão, Dulce; Pereira, Ana; Almeida, AnaBecause of the multiple meanings they reverberate, illustrations play a fundamental role in shaping the educational practices of future teachers and can have a positive impact on their future audience. Following this line of thought, the main aim of this paper is to present a proposal for exploring the book Under the Same Moon, by Jimmy Liao, reflecting on ways to explore illustration paths in educational contexts, fostering peace education. The theoretical framework of the paper draws from: i) the potential of children’s literature to increase aesthetic sensibility, by investing on the peritextual apparatus; ii) international recommendations and national guidelines concerning peace education. In line with this, methodologically, the focus is put on the peculiarities of peritexts and their importance to nurture attention to detail in future teachers educational practices, and special attention is given to illustrations, with an emphasis on their multifaceted nature. The proposal suggested on the basis of the book selected highlights the importance of including ways of exploring the illustrations which, having a preponderant role in the development of the narrative, contribute to enhancing understanding of peace. In this sense, the proposal can be seen as a viable option for the implementation and development of educational practices by future teachers with their future audience.
- Exploring feelings and emotions using picturebooks: a didactic proposalPublication . Melão, DulceKnowing how to process feelings and emotions from an early age has been widely recognized as having a strong impact on how children build relationships with others and welcome empathy, fostering socioemotional skills essentials to face contemporary challenges that involve conflicts at small and larger scales. In this light, teachers play a fundamental role in helping children to identify and understand feelings and emotions, so that they can deal with them harmoniously and learn to live together in peace with each other, respecting everyone. In line with the above, this paper investigates the role played by picturebooks to encourage the understanding of emotions, in primary education, through didactic proposals having at its core shared reading practices and autonomous reading. For the purposes of this study, two picturebooks, by JonArno Lawson are analyzed: Sidewalk flowers and Over the rooftops, under the moon. The theoretical framework of the study draws from research on the importance of using picturebooks to encourage understanding of feelings and emotions from an early age. Furthermore, studies focusing on the role of picturebooks’ illustrations to foster the development of attitudes and values leading to multifaceted ways of looking at the world are also considered…. As far as methodology is concerned, the main themes emerging from the picturebooks are analyzed and articulated with meanings conveyed by the illustrations. From this synergy, paths of exploration of both works are suggested, and emphasis is put on potential of the poetic nature of illustrations to unveil a plurality of feelings and emotions. The analysis carried out allows us to conclude that the two picturebooks analyzed have ample potential for didactic exploration, enabling children to gain a better understanding of feelings and emotions such as loneliness, joy, sadness, fear and loss. Illustrations play a key role in helping to identify these feelings and emotions, enhancing interactions with readers, both in shared reading practices and in autonomous reading. Both books gently offer ways of rethinking how to deal with feelings and emotions, contributing to the development of attitudes and values that foster peace.
- WHEN POETRY GREETS NATURE: EDUCATING FOR SUSTAINABLE DEVELOPMENT IN PRIMARY EDUCATIONPublication . Melão, DulceNon-fiction picturebooks have been increasingly recognized as powerful didactic tools to rethink important contemporary challenges such as climate change, ocean life, pollution, linguistic diversity and cultural heritage. Reflecting on these topics is very important in primary education because of how it can increase the development of critical thinking and contribute to building a fairer and more inclusive society. In addition, non-fiction picturebooks creatively stimulate children's curiosity, encouraging their interest in the topics covered, by the multifaceted way in which they combine texts with illustrations. Considering the above, this paper presents a proposal for a didactic approach to the non-fiction picturebook Time runs like a river, by Emma Carlisle, with the central aim of exploring how it can contribute to educating for sustainable development and nurture aesthetic sensibility. The theoretical framework of the paper is supported by research on the relevance of non-fiction picturebooks in Education, as well as international reports and studies on Education for Sustainable Development. In terms of methodology, the peritextual apparatus is analyzed, and attention is paid to the didactic role of illustrations for understanding the multidimensional nature of sustainable development. In addition, the paper explores the ways in which information interacts with the poetic features of the text, in dialogue with the illustrations, stimulating attention to detail. The paths followed led to the conclusion that this picturebook is an aesthetic artefact whose hybridity makes a strong contribution to developing children’s critical thinking, regarding Education for Sustainable Development, given the multifaceted challenges it poses to them throughout the reading. The harmonious combination of the illustrations with the text also makes it possible to foster inferential comprehension, cultivating reading for pleasure. It also contributes to highlighting the importance of individual behavior and attitudes towards sustainable development. In that light, Time runs like a river is a powerful thought-provoking tool to help children rethink new paths to build a more just and equitable society, welcoming peace.
- EDUCATION FOR PEACE IN PRIMARY EDUCATION: EXPLORING THE ROLE OF ILLUSTRATIONS IN UNDER THE SAME MOON, BY JIMMY LIAOPublication . Melão, DulceThe conflicts that have erupted around the world in the last decade call for rethinking how to foster peace in educational contexts. In primary school, mediating conflicts daily increasingly requires finding strategies to resolve them and the role of the teacher in this process stands out. Children's literature can be a valuable aid for discovering paths that shed light on the importance of peace in its multiple layers of meaning, contributing to nurture care. Contemporary picturebooks, mainly for the multiple ways they integrate visual and verbal elements, are relevant resources to address peace, encouraging critical thinking. In the light of the above, the fundamental aim of this paper is to investigate how the implementation and development of reading paths based on Jimmy Liao's picturebook Under the same moon (2023) can contribute to understand the multifaceted and central nature of peace education, promoting its maintenance. The paper's theoretical and curriculum framework includes international studies and reports on peace education, as well as research into the role of picturebooks in addressing conflict and peace. Methodologically, particular emphasis is placed on the illustrations, focusing on how they can reverberate ways of caring that make it possible to recognize the multidimensionality and relevance of peace. Additionally, the role played by the characters of the narrative to reinforce the need to share kindness is analyzed, bringing about ways of interactions with the illustrations that foreground building peace. The routes pursued through the analysis undertaken point to ways of increasing education for peace by implementing reading strategies that contribute to increase aesthetic appreciation, using the picturebook, due to the refined and delicate investment in the thought-provoking illustrations. The characters’ actions throughout the narrative shed light on the importance of caring for each other, fostering a manifesto for peace, foregrounded on the calligraphy of affection that the illustrations continuously stimulate, contributing to enhance the relevance of building the common good. The paths undertaken also suggest that providing pre-service teachers tools for rethinking education for peace using picturebooks in the classroom, highlighting and exploring the illustrations, might encourage children's commitment to an active citizenship participation, increasing their desire to care for the planet, in a renewed and innovative way.
- DIGITAL TOOLS FOR FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION IN PORTUGAL: IMMEASURABLE OPPORTUNITIES AMIDST MULTIPLE CHALLENGESPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education (HE) is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they must be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in HE, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (CU) (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this CU is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching-learning contexts.
- Digital tools for foreign language learning in higher education in PortugalPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, I.M.; Martins, Joana; Pereira, José; Martin, J.; Casañ Pitarch, R.; Gillain, R.; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they have to be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in higher education, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this curricular unit is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching- learning contexts.
- Dar abrigo à dor e à perda: o papel do livro-álbum em contexto educativoPublication . Melão, DulceNos últimos anos, o contexto pandémico permeou de incertezas o quotidiano, tendo como consequência inúmeras perdas, eivadas de dor. A literatura para a infância, porto de abrigo de generosidades, pode auxiliar a sua compreensão. A tal luz, tendo como matéria-prima O rapaz e o gorila (Kramer, 2022), procura-se: i) investigar o modo como este livro-álbum reverbera dimensões do cuidar da perda; ii) analisar o papel do espaço representado nas ilustrações, abrigando o luto; iii) aferir a relevância da sua abordagem em contexto escolar, no que respeita à conciliação da Educação Literária com a Educação para a Cidadania Global. O enquadramento teórico do artigo é sustentado: i) em relatórios internacionais tendo como foco a ética do cuidado e a Educação para a Cidadania Global (UNESCO, 2016; 2021); ii) na literatura de especialidade focando temas fraturantes na literatura para a infância (Barros & Azevedo, 2019; Kenfel & House, 2020). No que à metodologia diz respeito, optou-se, por um lado, pela exploração do tecido peritextual e, por outro, pelo descortinar da plurissignificação resultante do acolhimento dado na obra aos espaços representados, configurando propostas de itinerários poéticos. Conclui-se que este livro-álbum possibilita abrir caminhos ternos de compreensão da perda, nutrindo a empatia, e podendo assumir um papel relevante em contexto educativo, face aos percursos propostos.
- Cultivar a empatia com o livro-álbum contemporâneoPublication . Melão, DulceÉ crescente a valorização da empatia nas práticas educativas hodiernas, face à necessidade de promover uma compreensão mais apurada das relações estabelecidas no quotidiano. Neste artigo, tomando como matéria-prima o livro-álbum A menina que reparava em tudo, da autoria de Jane Porter, sugerem-se caminhos de leitura que possam contribuir para o fomento do cultivo da empatia, possibilitando o germinar do cuidado. Parte-se de um referencial teórico que privilegia o diálogo do papel do livro-álbum na Educação com relatórios internacionais relativos à Educação para a Cidadania Global, ao Desenvolvimento Humano e à reescrita dos futuros da Educação. Dois objetivos principais norteiam o processo de indagação levado a cabo: i) sugerir caminhos de leitura que potenciem a descoberta do detalhe conferido ao cuidado como via de compreensão da empatia; ii) investigar a relação promovida pelo diálogo texto/ilustrações como convite à participação ativa na interação bondosa com os Outros. Conclui-se que a obra selecionada convoca inúmeros périplos do olhar que possibilitam cultivar a empatia e compreender os veios de cuidado de que se reveste.
- Children's literature and inclusion: proposals for reading Damião, the hurricane mole by Anna LlenasPublication . Melão, DulceChildren's literature can help promote an understanding of the need to recognize differences as means of revealing their extraordinary richness. The contemporary challenges and threats to the consolidation of respect for human rights are compelling arguments for continuing, with firmness, to look to children's literature to redesign these paths. In the light of the above, this paper, centered on the Damião, the hurricane mole, by Anna Llenas (2017), seeks to investigate the ways in which the narrative can provide a basis for reflection on empathy as a fundamental path to include Others, as well as to shed light to the itineraries of care inscribed in the peritextual apparatus of this picturebook, fostering the development of socio-emotional competences that generate inclusive and just societies. The theoretical framework of this paper draws from the importance of children's literature in education today, as well as the contribution of literary education for understanding the importance of inclusion, along with increasing the refinement of aesthetic appreciation. The analysis carried out leads us to conclude that this picturebook allows us to explore ways of understanding inclusion in its many facets in a pleasurable way and helps children to adopt positions of active citizenship. Furthermore, the illustrations play a decisive role to increase the possibilities of understanding the multiple paths of care involved in the richness of welcoming Others, instigating critical thinking.